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111.
112.
To evaluate current cultural meanings of nature, the authors asked 65 undergraduate students to "list 3 movies in which nature was an important aspect of the film." They also were asked to specify the natural element that stood out to them and describe "how it related to the overall theme of the movie." Two independent groups of raters skilled in interpretive analysis developed thematic meanings from these responses. Following this, in a 2nd study, a different group of participants rated the 18 most frequently mentioned natural elements on thematic scales derived from the initial interpretive analysis. Participants in the 1st study mentioned 33 different movies at least twice and 5 themes that captured the meaning of nature in these films. Correlational results derived from the 2nd study indicated that rating scales reflecting these 5 themes formed 2 distinct groups; the first group described settings in which nature is experienced as adversarial and plays a significant role in dramatic action, and the second group defined settings in which nature is viewed either as a place of refuge or simply as a locale in which ongoing narrative action occurs. The general conclusion reached in both studies concerns the often noted but not always appreciated fact that movies--similar to everyday events and actions--always take place in specific settings and that neither life events nor dramatic narratives can be understood apart from specific settings. 相似文献
113.
Anderson ER Yoder CY Herrmann DJ Johnson TJ Gennaro RJ 《The Journal of social psychology》2003,143(3):355-373
In 4 experiments, the authors examined how several variables influence the quality and quantity of information that people use to make judgments about other people. The results showed that when possible, participants consistently responded appropriately to variables that influenced information that they used to make inferences about other minds. The results also suggested that under circumstances with no opportunity to contrast behavior in different situations, people might not be sensitive to the quality and quantity of information present. The authors interpreted results to mean that under most circumstances, people make inferences in a way that efficiently uses information about the causes of behavior. 相似文献
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115.
Three experiments were performed on reach and grasp in 9- to 10-year-old children (8 controls and 8 with developmental coordination disorder [DCD]). In normal reaching, children in the DCD group were less responsive to the accuracy demands of the task in controlling the transport component of prehension and spent less time in the deceleration phase of hand transport. When vision was removed as movement began, children in the control group spent more time decelerating and reached peak aperture earlier. Children in the DCD group did not do that, although, like the control group, they did increase grip aperture in the dark. When depth cues were reduced and only the target or only the target and hand were visible, children in the control group used target information to maintain the same grip aperture in all conditions, but DCD children behaved as if the target was not visible. Throughout the studies, the control group of 9- to 10-year-olds did not produce adult-like adaptations to reduced vision, suggesting that they had not yet attained adult-like integration of sensory input. Compared with control children, children with DCD did not exhibit increased dependence on vision but showed less recognition of accuracy demands, less adaptation to the removal of vision, and less use of minimal visual information when it was available. 相似文献
116.
Category learning is often modeled as either an exemplar-based or a rule-based process. This paper shows that both strategies can be combined in a cognitive architecture that was developed to model other task domains. Variations on the exemplar-based random walk (EBRW) model of Nosofsky and Palmeri (1997b) and the rule-plus-exception (RULEX) rule-based model of Nosofsky, Palmeri, and McKinley (1994) were implemented in the ACT-R cognitive architecture. The architecture allows the two strategies to be mixed to produce classification behavior. The combined system reproduces latency, learning, and generalization data from three category-learning experiments--Nosofsky and Palmeri (1997b), Nosofsky et al., and Erickson and Kruschke (1998). It is concluded that EBRW and ACT-R have different but equivalent means of incorporating similarity and practice. In addition, ACT-R brings a theory of strategy selection that enables the exemplar and the rule-based strategies to be mixed. 相似文献
117.
In this paper we present four case studies of adult women from working class backgrounds who attended Hillside College (a pseudonym for one of the seven-sister colleges) during the early 1990s. Although research on women has led, over the past few decades, to a more complex picture of the contexts in which women develop their identities, one important context that has been underexplored is social class. Drawing on data from three lengthy interviews with each of our four participants, our purpose was to explore the identity concerns of adult women from working class backgrounds in their experience getting to and attending Hillside College, which has historically been home to the middle and upper social classes. Implications for college retention are discussed. 相似文献
118.
The relationships between administrative actions and their long-term consequences were investigated in 14 people beginning training to become high-level college and university administrators, 19 people who had just finished that training, and 44 provosts (chief academic officers) at colleges and universities in the northeastern United States. The experienced administrators (those who had completed the training plus the provosts) were significantly more likely than the trainees to mention long-term consequences when describing their past and possible future administrative actions. However, in hypothetical choice situations, the experienced administrators were also significantly more likely than the trainees to choose smaller amounts of funds available immediately for their units versus larger amounts of promised future funds. With experience, administrators may both become more aware of their actions' long-term consequences and learn that they are unlikely to receive promised future funds. The contingencies in effect for higher-education administrators may lead them to make choices that do not result in their institutions meeting the highest standards. 相似文献
119.
B Anderson 《Brain and language》1999,70(1):86-94
Kohonen neural networks are a type of self-organizing network that recognizes the statistical characteristics of input datasets. The application of this type of neural network to language theory is demonstrated in the present note by showing three brief applications: recognizing word borders, learning the limited phonemes of one's native tongue, and category-specific naming impairments. 相似文献
120.
Attentional deficits are commonly reported following traumatic brain injury (TBI) in adults, although the occurrence of such problems is less well documented in young children. This study aimed to investigate residual attentional abilities associated with TBI during childhood, by examining a number of aspects of attention including sustained, focussed, and divided attention, attentional shift, and response inhibition. Eighteen children with a history of TBI, aged between 8 and 14 years and 18 non-injured matched controls participated in the study. Results show that attentional skills may be differentially impaired after TBI, with children who have sustained moderate-to-severe TBI exhibiting significant deficits on the following attentional domains: sustain, focus, and response inhibition. These findings support the view that attentional impairments following pediatric TBI, while not global, may be more generalized than those reported for adult samples, perhaps reflecting the relative immaturity of attentional skills at the time of injury. 相似文献